Let the girls having something brown about them impersonate brown
birds. _Ex.:_ Brown eyes; brown ribbons; brown dresses. Have them
read the sentences silently and then perform the action. By a gentle
movement of the arms the birds are represented as flying.
Play you are brown birds, girls.
Fly, pretty brown birds.
Sing, pretty brown birds.
Let the boys having something black about them impersonate
blackbirds. _Ex.:_ Black shoes; black clothing; black eyes.
Play you are blackbirds, boys.
Hop, little blackbirds.
Fly, little blackbirds.
Adapt the following lesson to suit the conditions by changing either
the name or the color. _Ex.:_ If there is a little girl in the room
with a red ribbon whose name is not _Mary_, substitute the real name.
Play you are a redbird, Mary.
You have a red ribbon.
You may sing, pretty redbird.
XXVII.
Experience proves that a rapid and easy way for children to learn to
read is by means of nursery rhymes and simple poems. The method of
presenting a rhyme is as follows:
Have the children learn the rhyme by ear and repeat it aloud. Write
the rhyme _Two Little Blackbirds_, on the board. (See Primer, page
23. In order that recognition may take place when the same rhymes
are seen in print, carefully copy the arrangement of the text as
found in the Primer.) Draw a pointer slowly under each line as the
children repeat the rhyme. Do this several times until they begin to
associate the spoken symbol with the written symbol. Children will
soon recognize the elements most prominent.
After teaching the rhyme as a whole, analyze it into parts. Write
lines, phrases, and words in different places on the blackboard. Have
the children observe, image, and find these in the rhyme. _Ex.:_ _Two
little blackbirds_; _upon a hill_; _one was named_; _fly away_; _come
again_.
Ask a child to find all the words that are alike. _Ex.:_ _Jack_;
_Jill_; _named_; _fly_; _come_; _again_; etc. Ask another child to
find and name all the words he knows. Let volunteers find lines,
phrases, and words called for by other children who see them. In
some such way as this every symbol can be brought to the child's
consciousness.
When the children are familiar with the words comprising the rhyme
they are ready to read sentences and stories using these same words
in new relations. Keep the rhyme on the blackboard for reference.
When in doubt about a word let the child find it himself by repeating
the rhyme until he reads that word.
* * * * *
A summary of the steps involved:
1. Memorize the rhyme in order to acquire the thought.
2. Associate this thought with the written symbols.
3. Separate the rhyme into sentences, phrases, and words.
4. Combine these parts in new wholes; that is, in new sentences
and stories.
One essential principle in learning to read is that the thought shall
be familiar and interesting. The purpose of the elementary reading
lesson is to associate old thought with a new symbol.
This same rhyme may be modified and used as a game. Select two
children with blue ribbons, dresses, suits, or neckties, to
impersonate bluebirds. Substitute their names and write the rhyme on
the board as follows:
Two little bluebirds
Sat upon a hill,
One was named Helen,
The other named Mary.
Fly away, Helen,
Fly away, Mary.
Come again, Helen.
Come again, Mary.
Have the two bluebirds read the words from the blackboard, run to a
corner of the room, and stoop down to dramatize the words "sat upon a
hill." At the words "fly away" the little birds run around the room
with outstretched arms to imitate the flying motion. At the words
"come again" they should return to their original position. This
exercise gives repetition of words with variety of thought.
XXVIII.
Rock-a-by, baby,
In the tree-top.
When the wind blows
The cradle will rock.
When the bough breaks
The cradle will fall,
Down will come baby,
Cradle and all.
Memorize the rhyme. Children like to express thought in action,
therefore when memorizing the rhyme let them hold imaginary babies in
their arms and gently rock them to the rhythm of the words.
Write the rhyme on the blackboard. Write the lines, phrases, and
words elsewhere on the blackboard. Let the children observe these and
find them in the rhyme. _Rock-a-by_; _In the tree-top_; _When the
wind blows_; _When the bough breaks_; etc.
Find the words that are alike, _baby_; _cradle_; _when_; _the_;
_will_; etc.
Action Sentences Based on the Rhyme.
Write upon the blackboard the sentence, _Bring me the doll_. Have the
children read it silently. Ask a child to perform the action, and
then read the sentence aloud. Continue in this way with other action
sentences.
Play rock-a-by, baby.
Make a cradle.
Rock the cradle.
Sing to the baby.
Sing rock-a-by, baby.
A real doll and cradle may be used and the following sentences
be expressed in action:
Bring me the doll.
Bring me the cradle.
Put the doll in the cradle.
Rock the cradle.
Sing to the doll.
Sing rock-a-by, baby.
Teach _bring_, _put_, _make_, and other new verbs as sight words and
use them in preliminary development lessons. _Ex.:_
Bring me the ball.
Bring me the bell. Etc.
* * * * *
Put the ball on the table.
Put the bell on the table. Etc.
_Kindergarten Finger Play_ furnishes excellent _action_ upon which
to base the use of the word _make_. _Ex.:_
Make baby's ball.
Make baby's cradle.
Make baby's hammer. Etc.
XXIX.
=See-Saw.= (Primer, page 24.) Children like to recite to appropriate
action. Rhythmic movement may be taught with the "See-Saw" rhyme as
follows: While repeating the first two lines sink to a squatting
position and rise again two times. While repeating the second line
bend alternately to the right and left three times. Repeat these
motions with the third and fourth lines.
XXX.
=The Transition from Script to Print.= It is impossible to give a
fixed rule stating the time when the child should pass from the
blackboard script to the book. This varies with the age and ability
of the pupils. The observant teacher knows when to place printed
material in the hands of the child by the readiness and ease with
which he reads from the blackboard. It will be necessary to write the
first lessons in the Primer on the blackboard for the children to
observe the resemblance between that which is written upon the board
and that which is printed in the book. Every primary teacher should
_write a clear, legible hand_.
* * * * *
+NOTE+:--"_The Old Woman and Her Pig_," "_The House that Jack
Built_," or other nursery rhymes involving much repetition of
language, will be found helpful for supplementary blackboard lessons.
+Part III.+
FIRST HALF YEAR:
SECOND STEP.
1. Blackboard Lessons and Primer.
2. Phonic Lessons:
(a) The Consonant Sounds.
(b) Phonograms derived from Words used
in the Primer.
(c) Word Drill.
BLACKBOARD LESSONS AND PRIMER.
(Time, about twelve weeks.)
=Directions.= 1. There are seventeen rhymes and simple poems in the
Primer. The vocabulary is based on the words found in these rhymes
and poems. Have the children memorize each rhyme. Write it upon the
blackboard and teach the elements as in previous exercises. (See page
43, Part II, Lesson XXVII.)
2. Continue the blackboard lessons along with the reading of the
Primer. If necessary, precede a lesson in the book with one or more
development lessons on the blackboard. (See page 39, Part II, Lesson
XXI.)
3. The enjoyment of poetry must be recognized as a legitimate part
of the child's development. To meet this need a Supplementary List
of Poems is given to be read in connection with the Primer lessons.
Wherever possible the poems have been chosen from books of selected
poems, because these are usually more accessible.
=Reading from the Primer.= Page 31, Paragraph 1. Ask a child to read
the words spoken by Robin Redbreast; ask another child to read the
words spoken by Pussy Cat; ask a third child to read the descriptive
portions of the lesson.
Paragraph 2. Have the children read the sentences silently and
observe the picture on the opposite page. Answer the directions aloud.
Proceed in the same way with paragraph 2, on page 32.
Page 43. While reciting the second part of each stanza have the
children imitate the action named. This may also be played as a
"Singing Game." (See _Songs, Games and Rhymes_ by Eudora Lucas
Hailmann.)
Page 45. Paragraph 1--Read the questions silently and answer them
aloud. Proceed in the same way with similar lessons throughout the
Primer.
Paragraph 2. Observation Game: Place a nut or some other object in
a box. Let the children observe this for an instant only. Use for a
blackboard lesson as follows:
1. Teacher, write question upon the blackboard.
2. Children, read the question silently.
3. Children, answer the question aloud.
The following is a suggestive method for the reading lesson on Page
45, paragraph 2. Ask two children to read the lesson as a dialogue.
_Ex.:_
First Child: "Is it a red ball?"
Second Child: "No. It is not a red ball." Etc.
Page 48. Rhythmic movement may accompany this lesson. Have four
children cross right hands to form a windmill. Turn in time while
repeating the rhyme _Blow, Wind! Blow!_ Another windmill motion may
be taught as follows:
Two children stand back to back. Extend the arms and move them
alternately up and down with a gentle fanning motion. Have the
children in their seats recite the rhyme _Blow, Wind! Blow!_
Page 62. Tap rhythmically with the finger tips upon the desk in
imitation of the rain while reciting the poem, _Rain_.
Page 72. Ask several children to pass around the room. Ask a little
boy to lift his cap as he passes by his friends and to greet them by
saying, "How do you do, Mary?" Ask a little girl to _bow_ to a friend
as she passes by and to say, "How do you do,----?" (See game "Going
Walking" in _Popular Folk Games and Dances_ by Marie Ruef Hofer.) Use
the words, "Good morning," if this form of greeting is preferred.
Explain to the children that the name is added as a mark of courtesy.
Page 80. The blackboard lessons may be extended by adding other
animals. _Ex.:_
1. With a "Moo! Moo!" here, etc.----cows.
2. With a "Quack! Quack!" here, etc.----ducks.
3. With a "Bow-wow!" here, etc.----dogs.
LIST OF POEMS.
The teacher may read the following poems to the children in
connection with the reading lessons in the Primer as indicated by the
pages.
11 "Twenty Froggies," by George Cooper.
_Book: "Pinafore Palace," (Selections) Wiggin &
Smith (Eds.)._
26 "When Little Baby Bye-bye Goes." (Author unknown.)
_Book: "Pinafore Palace."_
33 "The Secret." (Author unknown.)
_Book: "Songs of the Tree-Top and Meadow," (Selections)
McMurry & Cook (Eds.)._
49 "The Wind," by Robert Louis Stevenson.
_Book: "A Child's Garden of Verses."_
57 "Alice's Supper," by Laura E. Richards.
_Book: "St. Nicholas, Vol. V."_
59 "Twinkle, Twinkle, Little Star." (Author unknown.)
_Book: "Songs of the Tree-Top and Meadow."_
63 "Who Likes the Rain?" by Clara Doty Bates.
_Book: "Pinafore Palace."_
65 "The Elf and the Dormouse," by Oliver Herford.
_Book: "The Posy Ring," (Selections) Wiggin &
Smith (Eds.)._
66 "Thank You, Pretty Cow," by Jane Taylor.
_Book: "The Posy Ring."_
71 "Little Gustava," by Celia Thaxter.
_Book: "Poems for Children."_
103 "Little Jack Frost." (Author unknown.)
_Book: "Pinafore Palace."_
104 "The Snow-Bird's Song," by F. C. Woodworth.
_Book: "Pinafore Palace."_
107 "Bye, Baby, Night is Come," by Mary Mapes Dodge.
_Book: "Rhymes and Jingles."_
PHONIC LESSONS.
(Time, about twelve weeks.)
=Directions.= 1. There are twenty-five elementary consonant sounds.
The purpose of the phonic lessons is to associate these consonant
sounds with the letters representing them, and to become accustomed
to the use of phonograms based upon words in the Primer. Word
recognition should become automatic. See page 112 for a scientific
arrangement of the consonant sounds.
2. All of the blackboard work should be written, not printed. The
child reproduces by a more or less unconscious imitation the written
forms which he sees upon the blackboard.
3. The lessons indicate the order; the time will vary with the
ability of the children and must be determined by the teacher.
I.
_r un_.
Begin with the word _run_. This is a part of the child's vocabulary,
having been learned in the early reading lessons. Appeal is made
first to the ear, then to the eye. The teacher conducts the lesson as
follows:
The Ear.
1. Pronounce _run_ easily and naturally.
2. Give the sounds separately, thus: _r-un_.
3. Again pronounce the word. Call upon the children collectively
and individually to do the same.
The Eye.
1. Write the word _run_ on the blackboard.
2. Cover the _un_ and have the _r_ sounded.
3. Cover the _r_ and have the _un_ sounded.
4. Uncover the whole word and ask the children to put the
two sounds together to make the word, _run_.
If the children cannot do this the teacher may do it for them, making
the sound _r_ prominent. The ability to blend one sound with another
should not be a difficult phase of the work. The teacher's attitude
toward blending is the influence which makes it hard or easy for the
child.
To associate the sound _r_ with its written symbol the following
method is suggested:
The teacher writes _r_ upon the blackboard, giving the sound, not the
name. She then calls upon the children collectively and individually
to give the sound.
* * * * *
_Teacher_: Close your eyes, children. Can you see how _r_ looks?
(Give the sound, not the name.) Watch me make it again.
Teacher writes _r_ slowly several times, then erases the work.
Children observe, image, and then write _r_ upon the blackboard or
upon paper. If a mistake is made have the child erase, again observe
the teacher as she makes the letter, then write it a second time.
II.
_f._
Teach the word _fun_ in the same manner that _run_ was taught in
Lesson I. Write on the blackboard:
_r un_
_f un_
Cover first one part and then the other, sounding each element.
Write _f_, _r_, _un_, on the blackboard a number of times, arranged
irregularly. Review daily, adding new consonants and phonograms as
they are taught.
III.
_s ing._
1. Separate both the spoken and the written word _sing_ into the
phonic elements:
(a) _s_ consonant sound.
(b) _ing_ phonogram or sound group.
2. Associate each sound element with its written symbol.
3. Combine the consonants _r_, _f_, _s_, and the phonograms _un_,
_ing_, to form new words:
r un s ing r ing s un
s un r ing r un s ing
IV.
=Phonic Drill.= Phonic Drill upon words from the Primer will each day
follow two lines:
I. A list of words to be separated into sounds (Phonic Analysis).
II. A list of familiar sounds to be combined in new relations to
form words (Phonic Synthesis).
Phonic Drill upon phonograms and the consonant sounds may be
given in two ways:
1. Combine different consonant sounds with the same phonogram.
2. Combine different phonograms with the same consonant
sound.
For convenience the first is called a _Phonic Series_; the second is
called a _Word List_.
=Phonic Series.= Combine _f_, _r_, _s_, with _at_ to form this phonic
series. Review the _un_ series of words.
Develop the blend as follows:
(a) Write _at_ on the blackboard and pronounce it. (The children will
recognize the word, having seen it many times in the reading lessons.)
(b) Select a consonant, _r_ for example, and write it in front of
_at_.
(c) Combine the two elements into a whole word without making more of
a separation than is necessary to explain the blending of the sounds.
Prefix _f_ and _s_ in the same way.
Write the _at_ and the _un_ series on the blackboard.
r at r un
f at f un
s at s un
Children pronounce the words. Cover first one part and then the
other, sounding each element. Review daily, adding new sound elements
as they are taught. As soon as possible refrain from assisting the
children by covering the parts.
=Word List.= Write upon the blackboard in a vertical row the words
beginning with _r_, from the Primer, pages 5-26. _Ex.:_ _Rover_,
_roll_, _rock_. Have the children pronounce them. Then erase _over_,
_oll_, _ock_, leaving only _r_, and let children make the sound.
Continue with words beginning with _f_ and _s_ in the same way.
Again, write several words on the blackboard containing the phonogram
_at_. Erase _f_, _s_, _r_, leaving only _at_.
Continue in the same way with the _un_ series and the _ing_ series.
* * * * *
Word List No. I.
s ing r at f un
s at r ing f at
s un r un
Retain this list on the blackboard for daily drill, rearranging the
order from time to time and adding new words as they are taught. The
lists for word drill are not final. Let use be the guide in deciding
the number of words to be taught. The analysis of these words into
their sound elements will determine the number of phonograms to
be taught. Proper drill upon both the phonic series and the word
lists leads to sight recognition of words, by means of their sound
elements. This is the purpose of phonic work.
=Phonic Cards.= All drill work should train the mind to observe
accurately, to image vividly, and to express quickly. In every
exercise aim to secure, first, clear images; second, rapid work. It
interferes with normal growth and development to reverse this order.
To accomplish these ends, prepare a set of phonic cards each one
representing a separate sound or phonogram, and use for rapid sight
work after the board work has been given. Cut cards to a uniform size
of eight by six inches, out of heavy paper, and write with India ink
and a camel's hair brush. Stand in front of the class and call upon
the children in order. If the child cannot give the sound instantly,
call upon another. Children will work rapidly if they are trained to
do so. Review frequently and as the need arises prepare new cards. It
is quite possible to have repetition with a constant variety of new
material.
V.
_h op._
1. Write _hop_ on the blackboard and teach the sound elements
_h_ and _op_.
2. Associate each sound with its symbol.
3. Identify the sound _h_ in the sight words _have_, _has_, _here_,
_hill_. (Proceed as in Lesson IV.)
4. Add _hop_ to Word List No. 1, and review daily, for a few
moments, at the close of each lesson.
VI.
_j._
1. Separate the sight words _Jack_, _Jill_, _jump_, into their sound
elements.
(a) If any of the children in the class have names beginning
with _J_ add these to the list, as: John, Julia, Jones.
(b) Use capital letters for proper names, small letters for
common ones. Meet each need by teaching that for which
there is a demand.
2. Associate the sound _j_ with the letter.
3. Combine _ill_, _ack_, _ump_, with the known consonant sounds to
form the phonic series:
_ill_ _ack_ _ump_
r ill J ack j ump
f ill s ack h ump
s ill h ack
J ill r ack
h ill
VII.
_m._
1. Write _may_ on the blackboard and teach the sound elements
_m_ and _ay_.
2. Associate each sound with its symbol.
3. Identify _m_ in the sight words _Mary_, _my_, _me_, _mother_.
4. Combine _ay_ with familiar consonant sounds to form the phonic
series:
h ay
s ay
j ay
r ay
5. Combine the sound _m_ with the phonograms _ill_, _op_, _at_,
previously taught. Add these to Word List No. 1 for review.
VIII.
_p_, initial; final.
1. Initial _p_--the first sound heard in _pussy_, _play_, _pretty_.
2. Final _p_--the last sound heard in _hop_, _up_, _jump_, _sleep_.
3. Associate the sound _p_ with the letter.
4. Combine _p_ with familiar phonograms to form the words _pat_,
_pack_, _pill_, _pop_, _pump_, _pay_.
5. Add these words to Word List No. 1 and drill daily. Cultivate
rapid sight recognition of the sound elements.
IX.
_in, am, an, and._
It is assumed that the children know these phonograms, having learned
them as sight words in the reading lessons. If they fail to recognize
them, use _in_, _am_, _an_, _and_, in sentences and teach them again
as sight words.
Blend familiar consonant sounds with these phonograms to form the new
phonic series.
_in_ _am_ _an_ _and_
f in S am m an h and
s in h am f an s and
p in j am r an and
X.
SUMMARY.
Consonants:
_r_, _f_, _s_, _h_, _j_, _m_, _p_.
Phonograms:
_at_, _ack_, _am_, _an_, _and_, _ay_,
_ing_, _ill_, _in_,
_op_,
_un_, _ump_.
Phonic Series.
_at_ _ack_ _am_ _an_ _and_ _ay_
h at p ack j am m an h and j ay
m at r ack h am r an s and h ay
f at J ack S am f an and s ay
s at h ack p an p ay
r at s ack
_ing_ _ill_ _in_ _op_ _un_ _ump_
r ing m ill f in m op s un j ump
s ing h ill s in h op f un h ump
f ill p in p op r un p ump
t ill
s ill
Word List No. II.
rack sand ham hand mop pop Jack
ran say hill hop mill pan Jill
ray Sam hack may pill pack jump
fill sack hat man pat pin jay
fin sin hay mat pay pump jam
+NOTE.+--
(a) As soon as the children can read the words arranged in
a series, take them irregularly. When they have power quickly
to perceive and blend the sound elements, refrain from covering
the parts. The goal is instant sight recognition.
(b) Secure individual recitations. Concert work has its
place, but the object is individual power.
(c) Note the words over which the children hesitate and
make these the basis of the next arrangement.
(d) Frequently rearrange the phonic list. The object is not
to memorize the words, but to give the children the power to
read them by their sound elements.
(e) Add the names of children in the class to the word lists
and analyze these into their sound elements.
XI.
Final _s_.
Add _s_ to all the words in Word Lists Nos. I and II, where its use
will form a word.
Write the simple form of the word on the blackboard and have it
pronounced. Write it again with the _s_ added, and have it pronounced
a second time. _Ex.:_
sing sing s
ring ring s
run run s
tree tree s
see see s
It will be found helpful to have a card seven by nine inches, with
an _s_ written upon it. Hold this beside the words in the phonic
lists and have both the simple and the _s_ forms pronounced. Train
the children to observe quickly and to be mentally alert.
XII.
_t_, initial; final; medial.
1. Initial _t_--the first sound heard in _top_, _tell_.
2. Final _t_--the last sound heard in _it_, _at_.
3. Medial _t_--in _Kitty_, _pretty_, _little_.
4. Associate the sound _t_ with the letter.
5. Identify _t_ in the following sight words from the Primer, pages
9-39: _to_, _town_, _tick-tock_, _tune_, _nest_, _not_, _nut_, _cat_.
6. Combine familiar consonant sounds with _it, ot_, to form the
phonic series:
_it_ _ot_
s it h ot
h it p ot
p it t ot
7. Review the _at_ series, making prominent the sound _t_ final.
XIII.
_k_, _ck_, initial; final.
1. _K_ in _kitty_, _kite_, _keep_, _shook_, _look_, _bake_, _Kate_.
2. _ck_ in _tick-tock_, _cluck_, _Jack_, _black_, _clock_, _rock_.
3. Phonograms: _ick_, _ock_.
4. Phonic Series:
_ick_ _ock_
p ick r ock
t ick t ock
s ick d ock
D ick s ock
h ick ory
d ick ory
5. Add _king_, _kill_, also words in the phonic series to Word List
No. II, and review daily.
XIV.
_l_, initial; final; medial.
1. Initial _l_ in _like_, _look_.
2. Final _l_ in _ball_, _hill_.
3. Associate the sound _l_ with the letter.
4. Identify sound _l_ in the following sight words from the Primer:
_like_, _little_, _ball_, _all_, _fall_, _doll_, _hill_, _Jill_,
_will_, _mill_, _roll_, _yellow_.
5. Include the names of children in the room. _Ex.:_ _Lucy_, _Nellie_,
_Lilly_, _Paul_.
6. Phonogram: _all_.
7. Phonic Series:
_all_
f all
h all
t all
8. Review the _ill_ series, making prominent final _l_.
XV.
_n_, initial; final; medial.
1. Analyze _not_ into the sound elements _n_, _ot_.
2. Identify the sound _n_ in the sight words _no_, _nut_, _nest_,
_name_, _an_, _can_, _ran_, _in_, _on_, _run_, _hen_.
3. Include names of children in the room: Ned, John, Anna,
Nan.
4. Analyze _hen_ into the sound elements _h_, _en_.
5. Phonogram: _en_.
6. Phonic Series:
_en_
m en
p en
h en
t en
7. Review the _an_, _in_, _un_ series, making prominent final _n_.
XVI.
_d_, initial; final.
1. Identify sound _d_ in the sight words _dog_, _do_, _doll_, _down_,
_dear_, _red_, _send_.
2. Separate _red_ into the sound elements _r_, _ed_.
3. Add _d_ to the phonogram _en_ taught in Lesson XV.
4. Phonograms: _ed_, _end_.
5. Phonic Series:
_ed_ _end_
f ed s end
r ed m end
N ed l end
l ed t end
6. Word List: Add these words to Word List No. II. Arrange
irregularly and review daily.
XVII.
_pl_; _fr_; _tr_; _ee_.
Blended consonants _pl_, _fr_, _tr_. (Blended consonants are made as
nearly as possible with one impulse of the voice.)
1. Identify the sounds _pl_, _fr_, _tr_, _ee_ in the words: